Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities
This article is the result of a bibliographic research on active methodologies, especially blended teaching and flipped classrooms for students with disabilities. These methodologies have stood out for better correlating technology and the breadth of the scope of learning, both in the school space a...
| Autores: | , , , , , , , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Itajubá (UNIFEI) |
| Repositorio: | Research, Society and Development |
| Idioma: | inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/30657 |
| Acceso en línea: | https://rsdjournal.org/index.php/rsd/article/view/30657 |
| Access Level: | acceso abierto |
| Palabra clave: | Active methodologies Inclusion Teaching-learning Teaching Flipped classroom. Metodologías activas Enseñanza-aprendizaje Inclusión Enseñanza Aula Invertida. Ensino-aprendizagem Inclusão Metodologias ativas Ensino Sala de Aula Invertida. |
| Sumario: | This article is the result of a bibliographic research on active methodologies, especially blended teaching and flipped classrooms for students with disabilities. These methodologies have stood out for better correlating technology and the breadth of the scope of learning, both in the school space and outside it. The rotation model allied to the Inverted Classroom sub-model are more suitable for the reality of students with disabilities, which, in turn, demand different educational requirements and efficient approaches, as discussed in this article. For this, the choice was made by a qualitative research, through bibliographic investigations, of an exploratory nature, in which different publications on the theme Inverted Classroom in the learning of students with disabilities were discussed. Among the results, we identified that the learning of these students achieves better results articulated with the Inverted Classroom, and their knowledge is acquired in a way that their limitation in teaching activities is circumvented by the personalization of teaching. This study promotes the constant debate towards the development of efficient pedagogical practices that are adequate to the demands of the ever-changing students, using technological resources to arouse interest and facilitate learning. |
|---|